Kisimul School

What Ofsted said

From the inspection on 24 March 2026

Pupils at the school experience a calm day shaped by clear routines and trusting relationships with adults who know them extremely well. Staff expertly understand pupils' communication and respond with steady, reassuring support. This helps pupils feel safe and ready to take part in learning. Expectations are simple and consistent, enabling pupils to re-engage in learning when they need help managing their emotions. Bullying is extremely rare as pupils are closely supervised and taught how to interact safely with others. They learn about personal space, kindness and unwritten social rules. Leaders help pupils feel a strong sense of belonging because they are encouraged, guided and included in all the rich experiences the school offers. All pupils participate fully in routines, lessons and wider experiences. They show enjoyment and confidence across creative, academic and social areas. Their experiences extend beyond the classroom through assemblies, community visits and shared activities that help them understand their role in the school and wider community. Pupils’ wellbeing is a priority. They are taught simple ways to stay safe, recognise unsafe situations and know what to do if they are unsure. Staff reinforce these messages throughout the day so pupils can use them confidently in school and in the wider world. Most pupils who face barriers to coming to school, such as anxiety or health needs, receive sensitive and timely support to help them attend regularly. Pupils achieve well from their starting points because staff focus on communication, independence, emotional regulation and functional skills. Lessons are adapted so every pupil can access learning, overcome barriers and make meaningful progress. The school works closely with other professionals to ensure that older pupils are prepared for their next steps, including understanding how to live independently.

What the school should improve

• The school should ensure that the sequence of the phonics programme aligns more closely with the wider school curriculum and with the pathways pupils follow, so that pupils are given meaningful and frequent opportunities to rehearse the sounds and words they know in both their reading and written work.
• The proprietor should ensure, across all evaluation areas, that there are robust systems to monitor progress and outcomes for all the vulnerable groups in school. These systems should give leaders and the proprietor a clear overview of how different groups are doing across the school and allow them to provide support and challenge where necessary.

Read the full Ofsted report (opens in a new tab)